| Summary: | 碩士 === 國立屏東大學 === 資訊科學系碩士班 === 107 === In the early 2000s, the rise of information technology and the Internet has made IT application a very important topic in the field of teaching. For example, the government has been promoting the use of smart classes in teaching in recent years. The main purpose of this study is to explore the teacher's use intention of the smart classroom, and to analyze the application of the teacher's spontaneous, self-efficacy, cognitive quality and cognitive value integration and integration technology acceptance model (UTAUT). The parameters were estimated by the linear structural equation (SEM), which was mainly investigated by teachers in Pingtung County. During the survey period, from May 14, 2018 to June 12, 2018, 300 questionnaires were distributed, 269 totals were recovered, and 7 invalid questionnaires were deducted. Therefore, the effective recovery rate was 87.3%. The empirical results of this study show that the hypothesis of the original integrated technology acceptance model (UTAUT) is mostly supported. Spontaneity will positive impact performance expectations and efforts significantly. Self-efficacy will significantly positively influence the effort expectations. Although cognitive quality cannot directly influence behavioral intentions, cognitive quality can indirectly impact behavioral intention through the intermediary of cognitive value. The empirical results implied that it is appropriate to expand the conceptual architecture model of the Science and Technology Acceptance Model (UTAUT) with teacher self-development, self-efficacy, cognitive quality and cognitive value. It also shows that spontaneous, self-efficacy, cognitive quality and cognitive value are extremely important factors in predicting the behavioral intention and actual use behavior of smart classrooms.
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